|Author:||Gerald D Alpern|
|Publisher:||Special Child Publications (1971)|
|Other formats:||azw mobi lit txt|
Read by Gerald D. Alpern.
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Publisher:Special Child Publications. 79 lbs. Related Subjects. Parenting & Relationships.
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with a curriculum and activities guide. Prepared by the educational staff of the Marion County (Indiana) Association for Retarded Children. Published 1971 by Special Child Publications in . Written in English. 358 p. Number of pages.
1971, Special Child Publications.
Education and care of moderately and severely retarded children. Education and care of moderately and severely retarded children. 1 2 3 4 5. Want to Read. 1971, Special Child Publications.
Curriculum and instructional approaches that appear to support the foundations of self-determination are .
Curriculum and instructional approaches that appear to support the foundations of self-determination are discussed. The level of social competence was measured by The Competency estimation Scale for people with moderate and severe mental retardation (Holtz, Eberle, Hillig, Marker, 1986; adapted Teodorović and Levandovski, 1993). We have taken in consideration the area of social competence with the following variables: learning and work behaviour, identity and self-concept, self-control, self-confidence, anticipation of events and social contacts, cooperation and social rules.
In this book the terms handicapped children and children with special needs mean .
In this book the terms handicapped children and children with special needs mean the same thing. Specific activities and teaching techniques are given primarily for use with mildly or moderately retarded children. If you have a severely or profoimdly retarded child in your classroom, it is essential to seek outside assistance. It takes consultation with trained specialists and additional classroom staff to give such a child the help he or she needs. What Is Your Role in Mainstreaming?
Educable Retarded Pupils are Like all Children A striking fact about educable retarded children is that they are basically . 5. With special education and training, the majority of these children will be able, at maturity, to main tain themselves economically and socially in open society.
Educable Retarded Pupils are Like all Children A striking fact about educable retarded children is that they are basically very similar to other children. Some Differences Common to Educable Retarded Pupils. There are surprisingly few differences which are common to all retarded students and which single out this group of pupils from other children in school. In fact, only two such differences exist, both of which are interrelated: 1. Intellectually they function at a slower rate of learning than most children in school.
Dayan, M. Toilet training retarded children in a state residential institution. Watson, L. S. Application of operant conditioning techniques to institutionalized severely and profoundly retarded children. Mental Retardation Abstracts, 1967, 4, 1–18. PubMedGoogle Scholar. Behavior modification of residents and personnel in institutions for the mentally retarded. In A. Baumeister and E. Butterfield (Ed., Residential facilities for the mentally retarded. Chicago: Aldine, 1970. How to use behavior modification with mentally retarded and autistic children: Programs for administrators, teachers, parents and nurses.
Curricula in early childhood care and education (ECCE) address the role and importance of curricula in the education of young children, and is the driving force behind any ECCE programme. It is ‘an integral part of the engine that, together with the energy and motivation of staff, provides the momentum that makes programmes live’. It follows therefore that the quality of a programme is greatly influenced by the quality of its curriculum
Curriculum development for exceptional children. Changing patterns in residential services for the mentally retarded. Functional living skills for moderately and severely handicapped individuals.
Curriculum development for exceptional children. San Francisco: Jossey-Bass. Holvoet, . Guess, . Mulligan, M. & Brown, L. (1980). The individualized curriculum sequencing model (II): A teaching strategy for severely handicapped students. United States Government Printing Office. Effects of teaching different tasks in group versus individual training formats with severely handicapped individuals. Austin, Texas: Pro-ed.